The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Adolescent ESL Students’ Interpretation and Appreciation of Literary Texts: A Case Study of Multimodality
Abstract
Abstract: This study explores how, using a multimodal approach to integrating language and content teaching, high school students with limited English proficiency can be supported to engage in rich, complex interpretations of literary works in English and to realize their interpretations linguistically in written academic discourse. Findings suggest that a multimodal approach, in combination with cooperative group work and L1 use, has considerable potential in promoting ELL students’ academic success.
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In the citing paper
“For example, Early and Marshall (2008) noted the positive benefits of group work for the students in the class: 'For the most part, working in groups also had a strong affective component and facilitated the students' investment in the task' (p. 388).”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Early and Marshall (2008)
In the citing paper
“Students were eager to talk about their task, and did so outside of class time, enjoying the social benefits of having a common interest and purpose.”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Early and Marshall (2008)
In the citing paper
“The teachers and researchers found that having to personally express the key ideas of the story using multimodal devices enhanced the students' level of involvement with the text, both behaviorally (through multiple readings and discussions) and cognitively (understanding, looking deeper).”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Early and Marshall (2008)
In the citing paper
“For example, we saw in the excerpt from Early and Marshall (2008) the power of social engagement in group work to awaken emotional, cognitive, and behavioral engagement.”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Early and Marshall, 2008
Citations
Cites
Linguistic Interdependence and the Educational Development of Bilingual Children
Cummins, J. (1979) · Review of Educational Research · doi:10.2307/1169960 · Cited by 3,318
Flagged first, then by citations
Research works printed but not linked: 37
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Cited by
Sorted by citations
Exploring Engagement in Tasks in the Language Classroom
Philp, J., & Duchesne, S. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000094 · Cited by 752
Metadata
- Authors
- Early, M., & Marshall, S.
- ORCID
- Marshall, Sondra
- Venue
- The Canadian Modern Language Review
- Published
- 2008-03
- Volume
- 64
- Issue
- 3
- Pages
- 377-397
- ISSN
- 0008-4506 (ISSN-L)
- 1710-1131
- OpenAlex
- W2109664640
- Cited by
- 98
- References
- 1
- Citations by year
- 2026: 4 · 2025: 1 · 2024: 5 · 2023: 5 · 2022: 11 · 2021: 9 · 2020: 10 · 2019: 11 · 2018: 5 · 2017: 6 · 2016: 2 · 2015: 6 · 2014: 6 · 2013: 5 · 2012: 4
- FWCI
- 26.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Canadian Modern Language Review/ La Revue canadienne des langues vivantes (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Literacy, Media, and Education
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Keywords
- English as a second language, adolescent students, literary interpretation, literary appreciation, multimodality, CLIL, limited English proficiency, academic writing, cooperative group work, first language use, high school students
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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